DOCSLIB.ORG

Faqs About SU's Language Policy

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Faqs About SU's Language Policy FAQs about SU’s Language Policy When will the new Language Policy take effect? The new Language Policy and Language Implementation Plans will take effect from the start of 2017. In the second semester of 2016, the current Language Policy will apply, with modules offered in accordance with the language specifications in the 2016 calendars (yearbooks). As in the first semester, and subject to available resources, SU will continue with additional measures to ensure that students who are not proficient in Afrikaans or English are not excluded from lectures. What impact will the new policy have on current students? The current Language Policy will still apply in the second semester of 2016. With regards to planning for 2017, each faculty will compile a Language Implementation Plan, which must be aligned with the principles of the Language Policy and be approved by Senate. The plan will make provision for customised accountability mechanisms for different faculties, and may include qualitative and quantitative methodologies. The new Policy for 2017 ensures that no student will be excluded from the SU academic offering based on the student’s command of Afrikaans or English. How will the new policy be implemented in practice? Teaching and Learning For undergraduate modules Afrikaans and English are the languages of learning and teaching, to be used in a combination of: facilitated learning opportunities (lectures, tutorials and practical sessions); and learning support facilitated by information and communication technology (ICT); as well as real-time interpreting in some lectures. Separate lectures in Afrikaans and English will be offered for large groups where reasonably practicable and pedagogically sound, but group work, assignments, tutorials and practical sessions will involve students from both language groups. In lectures where Afrikaans and English are used, all information will be conveyed in English, with a summary or emphasis also repeated in Afrikaans. Questions are answered in at least the language in which they were formulated. For first-year modules simultaneous interpreting will be available during each lecture. During second and subsequent years interpreting will be provided upon request by a faculty. Undergraduate lectures may be offered in one language only if the subject matter justifies doing so; if the assigned lecturer is proficient to teach in one language only; or where all the students in a class group unanimously voted for one language by secret ballot. Students will be supported in English and Afrikaans during facilitated learning opportunities, for example: consultations during office hours; routinely scheduled tutorials and practical sessions; learning facilitated by ICT (podcasts and vodcasts); and services offered by the Language Centre. All compulsory reading material will be available in English, and also in Afrikaans (excluding published material) where SU module frameworks and study guides are available in English and Afrikaans. In undergraduate modules question papers for tests, examinations and other summative assessments are available in Afrikaans and English, and students may complete all assessments and written work in either Afrikaans or English. Internal Communication Internal institutional communication will be in either Afrikaans or English, or both, and all three chosen languages may be used at institutional events. Afrikaans, English and isiXhosa where reasonably practicable are the languages of external communication. How will isiXhosa be expanded (as stated in the Language Policy)? Afrikaans, English and isiXhosa are used judiciously at official events, such as official meetings, ceremonial occasions and inaugural lectures. IsiXhosa as an emerging formal academic language receives particular attention for the purpose of its incremental introduction into selected disciplinary domains, prioritised in accordance with student needs in a well-planned, well-organised and systematic manner. The academic role and leadership of the Department of African Languages, through its extensive experience in advanced-level teaching and research in language and linguistic fields will be harnessed to the full. In certain programmes, isiXhosa is already used with a view to facilitating effective learning and teaching, especially where the use of isiXhosa may be important for career purposes. SU is committed to increasing the use of isiXhosa, to the extent that this is reasonably practicable, for example through basic communication skills short courses for staff and students, career-specific communication, discipline-specific terminology guides (printed and mobile applications) and phrase books. How will Afrikaans be advanced at SU? Other than using Afrikaans for internal and external communication as well as teaching and learning as described in the relevant sections of the policy, Afrikaans is further advanced as follows: conducting research, holding symposia, presenting short courses, supporting language teachers and hosting guest lecturers in Afrikaans; presenting Afrikaans language acquisition courses; developing academic and professional literacy in Afrikaans; supporting Afrikaans reading and writing development; providing language services that include translation into Afrikaans, and editing of and document design for Afrikaans texts; developing multilingual glossaries with Afrikaans as one of the languages; and promoting Afrikaans through popular-science publications in the general media. Where can I access the new Language Policy? Download it from www.sun.ac.za/language (English version) and www.sun.ac.za/taal (Afrikaans version). What processes have been followed for the new Language Policy? The Language Policy of Stellenbosch University is determined by the University Council with the concurrence of Senate after consultation with various stakeholders. The revision of the Language Policy was completed within a period of five months to ensure that a new draft Language Policy could be tabled at the scheduled Council meeting of 22 June 2016. The revision was given urgent priority and followed a thorough and consultative process. The Language Revision Work Group compiled a first draft Language Policy, which was published on the SU website, and stakeholders were invited to give input and submit proposals online or via e- mail from 22 March to 22 April 2016. A total of 517 comments submitted by stakeholders and interested groups were received and considered. From 22 April until 5 May, the Work Group had 14 days to prepare a second draft Language Policy taking feedback into account that bolstered the policy to promote inclusivity through multilingualism. The second draft was discussed by all the faculty boards early in May, who gave inputs on how the policy should enable their delivery on the academic project in a pedagogically sound manner. Council formulated guiding principles for the Language Policy at a special meeting on 21 May. The feedback from the faculty boards and Council’s principles were considered by the Work Group and a final draft Language Policy was compiled for consideration by the Executive Committee of Senate, Senate and the Institutional Forum. The final draft Language Policy, accompanied by the input and feedback from these bodies, was considered by Council on 22 June 2016 and approved. Is the new Language Policy constitutional? The Language Policy gives effect to specific sections of the South African Constitution: section 29(2) related to language in education and section 29 (1)(b) related to access to higher education, read with section 9 pertaining to equality and the prohibition against direct and indirect unfair discrimination. It also serves the strategic objectives of SU as formulated in the Institutional Intent and Strategy (IIS) and the interests of the academic project, its students and its staff members. Why a new Language Policy? Whereas the November 2014 Language Policy (in place until the end of 2016) attempted to give equal offering in English and Afrikaans to all students taking sufficient cognisance of students’ academic literacy in these two languages, the new Policy (in effect from the start of 2017) uses both these languages to provide equitable access to students who speak English or Afrikaans or one of the other indigenous South African languages. The Language policy is based on two normative foundational principles, which must guide all aspects of the interpretation and implementation of this Policy: Language should promote access to the institution and should support academic and administrative success. Language should facilitate pedagogically sound teaching and learning. SU therefore uses inclusive multilingualism to ensure that no student or staff member is excluded from active participation in SU activities. .
Load more

Recommended publications
  • Rev. Theodore M. Hesburgh
    f·~ ... i "'JI 1 ~ ') ..... \ . "' • I ..' .J' Student Convocation on APARTHEID I'm glad to see so many of you out on this cold afternoon to manifest your interest in social justice and particularly in the situation of apartheid, and particularly against the situation of apartheid in South Africa. Let me say first of all, that the issue in question is not whether or not we are against apartheid. l don't know of anyone in America who favors apartheid, certainly not at this University. Apartheid is an evil system, inhuman in its application, and an arrangement that should be eliminated from the face of the earth. The ·issue then is not whether apartheid is evil. l t is. l.Je all recognize that. The real issue is what to do about it and that is not quite as easy as condemning it. As university students, it is important that .. your crusade for social justice be based on studying and understanding, on acknowledgment of the complica- tions of the issue under discussion and Leading towards a solution that will be both intelligent, responsible and effective. Anything Less would be unworthy of university students. It is easy to chant "divestiture now" but l would remind you that complicated questions and complicated problems are 1 -2- not solved by bumper stickers and this is a very complicated question and a very complicated problem. Let me back up and attempt to put it into historical perspective, both with regards to the United States and South Africa as well. Before all of us feel too virtuous, too easily, Let me remind everyone that the United States practiced apartheid for 250 years, dating from the arrival of the first slave.
    [Show full text]
  • Faculty of Health Sciences Prospectus 2021 Mthatha Campus
    WALTER SISULU UNIVERSITY FACULTY OF HEALTH SCIENCES PROSPECTUS 2021 MTHATHA CAMPUS @WalterSisuluUni Walter Sisulu University www.wsu.ac.za WALTER SISULU UNIVERSITY MTHATHA CITY CAMPUS Prospectus 2021 Faculty of Health Sciences FHS Prospectus lpage i Walter Sisulu University - Make your dreams come true MTHATHA CAMPUS FACULTY OF HEALTH SCIENCES PROSPECTUS 2021 …………………………………………………………………………………………………………………………………………………………… How to use this prospectus Note this prospectus contains material and information applicable to the whole campus. It also contains detailed information and specific requirements applicable to programmes that are offered by the campus. This prospectus should be read in conjunction with the General Prospectus which includes the University’s General Rules & Regulations, which is a valuable source of information. Students are encouraged to contact the Academic Head of the relevant campus if you are unsure of a rule or an interpretation. Disclaimer Although the information contained in this prospectus has been compiled as accurately as possible, WSU accepts no responsibility for any errors or omissions. WSU reserves the right to make any necessary alterations to this prospectus as and when the need may arise. This prospectus is published for the 2021 academic year. Offering of programmes and/or courses not guaranteed. Students should note that the offering of programmes and/or courses as described in this prospectus is not guaranteed and may be subject to change. The offering of programmes and/or courses is dependent on viable
    [Show full text]
  • Summary of Presentation This Presentation Is an Overview of the Cape Town TV White Spaces Trial
    Summary of Presentation This presentation is an overview of the Cape Town TV White Spaces Trial. It provides an overview of the Trial network and the Trial’s accomplishments, with a specific focus on the policy related implications of the results. The presentation describes the technical aspects of equipment, the lab tests conducted on the equipment, the process for developing the database and the techniques used to field check the database results. About The Trial With the support of ICASA, the communications regulator of South Africa, a group of partners implemented a TVWS trial network covering ten schools in the Western Cape over a six month period during 2013. The trial partners include TENET, CSIR Meraka, e-Schools Network, WAPA and Google, with Comsol Wireless Solutions, Carlson Wireless Technologies and Neul as the vendor partners. The goals of the trial was to: Demonstrate that TVWS can be used to deliver affordable broadband and Internet services without interfering with TV reception Increase awareness of the potential for TVWS technology in South Africa and across the continent. About The Network The TVWS network consistc of multiple base stations located at Stellenbosch University’s Faculty of Medicine and Health Sciences in Tygerburg, Cape Town, which deliver broadband Internet service to ten schools within a 10 kilometer radius. The ten schools have been pre- selected based on proximity to the base station, local IT and network support, and other connectivity requirements. Each school receives dedicated 2.5 Mbps service with failover to ADSL in order to prevent downtime during school hours. Visit : TVWS Trial Website .
    [Show full text]
  • Curriculum Vitae Distinguished Professor Heila Lotz-Sisitka Updated July 2018
    Curriculum Vitae Distinguished Professor Heila Lotz-Sisitka Updated July 2018 South African National Research Foundation Chair (Tier 1) Transformative Social Learning and Green Skills Learning Pathways Summary Narrative Overview and Early Career I started my career in primary education, working with young children to expand their learning horizons through creative, critical approaches to learning. This led me into a postgraduate and post-doctoral career trajectory where I was able to expand my interest in primary education to wider forms of education and learning, all of which have centred on how human relations with the environment shape learning and transformation of society towards social justice, sustainability and the common good. My Masters degree focused on critical, democratic and participatory approaches to working with environmental knowledge in learning support materials development with foundation phase teachers in post-apartheid curriculum settings. The project spanned five years, and grew into a national initiative to strengthen curriculum transformation. The study was unanimously recommended for upgrading to PhD by all examiners. This launched me into an active professional career in participation oriented approaches to environment and sustainability education research that has spanned all levels and types of education, including early learning, general education and training, higher education, community education, and conservation education. Most recently I have also become more involved in vocational and workplace learning as the green economy has emerged as a significant driver of potential just transitions in post-apartheid South Africa, and the skills system was found to be largely re-active to environment and sustainability concerns. My current research focusses on global change and social learning systems, with emphasis on transformative social learning and green skills learning pathways.
    [Show full text]
  • Stellenbosch University Web Regulation
    Page | 1 Stellenbosch University Web Regulation Note: This is an interim regulation and will be replaced by a Web Policy A. Scope 1. Stellenbosch University (SU) publishes and hosts various types of websites. The types of websites covered by this regulation include: a. The Institutional, or “Corporate”, website (www.sun.ac.za) which refers to all web pages that are edited and authored by the Communications & Liaison Division on behalf of the university. b. Faculty, school and academic department, division, unit, centre of excellence and institute websites (*.sun.ac.za, *.usb.ac.za) c. Institutional web portals: student portal (www.mymaties.com); staff portal (my.sun.ac.za); alumni portal (www.matiesalumni.net); prospective student portal (www.maties.com); postgraduate portal (www.sun.ac.za/postgrad). d. Intranet websites1 and collaborative websites e. Student residence and association websites f. Institutional blogs and wikis. g. Websites of affiliated entities hosted on University servers. 2. For the purpose of this document, all sites, no matter on which technology platform or content management system they reside, whether mobile or not, are referred to as “websites”. 3. Many of the above are public-facing websites to some degree and must reflect and protect the image and brand of the University. 4. At the same time, the ethos and freedoms of a university must be recognised. Consequently, this regulation attempts to strike a fair balance between control and freedom. 5. The regulation defines roles for stakeholders involved in publishing, maintaining, developing and hosting university websites. 6. The regulation is promulgated in terms of the Electronic Communications Policy (ECP) and are supplemental to the ECP.
    [Show full text]
  • Akdogan Guven Prof Waste Processing SUN ‐ Stellenbosch
    Surname First name(s) Title Position Institution Nationality Akdogan Guven Prof Waste Processing SUN ‐ Stellenbosch University South African Algera Nadia Ms Programme Officer (Environment and Energy) ASSAf ‐ Academy of Science of South Africa South African Allen Deonie Dr Researcher University of Strathclyde and Fellow at SST British Allen Steve Mr PhD candidate University of Strathclyde and Fellow at SST Australian/UK Andersen Oddgeir Dr Researcher NINA ‐ Norwegian institute for nature research Norwegian Apollos Dumisani Mr Lecturer NMU ‐ Nelson Mandela University South African Artman Soraya Ms Director: Operations SAIMI ‐ South African International Maritime InstSouth African Badenhorst Karin Petra Dr Research Associate NMU ‐ Nelson Mandela University, SustainabilitySouth African Baijnath‐Pillay Nitasha Ms Deputy Director: Coastal Pollution Management DEA ‐ Department of Environmental Affairs South African Bailey Richard Mr Project Manager MPI ‐ Meeting Planners International Bezuidenhout Carlos Prof Professor NWU ‐ North‐West University South African Booth Andy Dr Senior Researcher SINTEF Ocean British Bornman Thomas Prof Manager SAEON ‐ South African Environmental ObservatioSouth African Bouwman Hindrik Prof Lecturer NWU ‐ North‐West University South African Brits Wimpie Umfolozi TUT College Chimphango Annie Dr Senior Lecturer SUN ‐ Stellenbosch University Malawi Christophersen Gyda Dr Researcher Møreforsking Ålesund AS Norwegian Cowley Paul Dr Principal Scientist SAIAB ‐ South African Institute for Aquatic Biodiv South African Dahl
    [Show full text]
  • The University of Kwazulu-Natal the African Ombudsman Research Centre
    THE UNIVERSITY OF KWAZULU-NATAL & THE AFRICAN OMBUDSMAN RESEARCH CENTRE (AORC), A RESEARCH AND TRAINING ARM OF THE AFRICAN OMBUDSMAN AND MEDIATORS’ ASSOCIATION - Cordially invite you to a webinar - REPORT WRITING SKILLS Report writing skills has been identified in AORC’s ongoing needs assessment as one of the training priorities required by African Ombudsman. In responding to this need, the AORC has planned a series of webinars for African Ombudsman and their staff. The upcoming webinars for African Ombudsman and staff will focus on practical measures that Ombudsman and their staff can use to improve their report writing skills. These webinars are an excellent opportunity to enhance the capacity of African Ombudsman throughout the continent in their tasks of preparing persuasive reports. They will also contribute to the development of skilled resources within the Ombudsman institutions to the benefit of each participating country and Africa as a whole. PLEASE CLICK ON THE RSVP LINK FOR THE SESSION YOU WISH TO JOIN. ENGLISH SESSION FRENCH SESSION DATE DATE FRIDAY, 14 AUGUST 2020 FRIDAY, 14 AUGUST 2020 TIME TIME 10H00 – 11H00 14H00 – 15H00 SPEAKER SPEAKER PROFESSOR THULI MADONSELA MRS ALIMA TRAORÉ FORMER PUBLIC PROTECTOR, SOUTH AFRICA FORMER MEDIATOR, BURKINA FASO FACILITATOR FACILITATOR ADVOCATE BUSISIWE MKHWEBANE HON. EDOUARD NDUWIMANA PUBLIC PROTECTOR, SOUTH AFRICA OMBUDSMAN, BURUNDI CLICK HERE TO RSVP FOR THE ENGLISH CLICK HERE TO RSVP FOR THE FRENCH SESSION SESSION CLICK HERE TO RSVP CLICK HERE TO RSVP Please note that there will be no live questions and answers due to time constraints. Participants may however submit relevant questions to Franky Lwelela ([email protected]) or Marion Adonis ([email protected]) by 10:00 on Thursday the 13th August 2020 or use the Q & A function during the webinar.
    [Show full text]
  • Surfing, Gender and Politics: Identity and Society in the History of South African Surfing Culture in the Twentieth-Century
    Surfing, gender and politics: Identity and society in the history of South African surfing culture in the twentieth-century. by Glen Thompson Dissertation presented for the Degree of Doctor of Philosophy (History) at Stellenbosch University Supervisor: Prof. Albert M. Grundlingh Co-supervisor: Prof. Sandra S. Swart Marc 2015 0 Stellenbosch University https://scholar.sun.ac.za Declaration By submitting this thesis electronically, I declare that the entirety of the work contained therein is my own, original work, that I am the author thereof (unless to the extent explicitly otherwise stated) and that I have not previously in its entirety or in part submitted it for obtaining any qualification. Date: 8 October 2014 Copyright © 2015 Stellenbosch University All rights reserved 1 Stellenbosch University https://scholar.sun.ac.za Abstract This study is a socio-cultural history of the sport of surfing from 1959 to the 2000s in South Africa. It critically engages with the “South African Surfing History Archive”, collected in the course of research, by focusing on two inter-related themes in contributing to a critical sports historiography in southern Africa. The first is how surfing in South Africa has come to be considered a white, male sport. The second is whether surfing is political. In addressing these topics the study considers the double whiteness of the Californian influences that shaped local surfing culture at “whites only” beaches during apartheid. The racialised nature of the sport can be found in the emergence of an amateur national surfing association in the mid-1960s and consolidated during the professionalisation of the sport in the mid-1970s.
    [Show full text]
  • Optical Fibre for Education and Research Networks in Eastern and Southern Africa
    Optical Fibre for Education and Research Networks in Eastern and Southern Africa Edited by Björn Pehrson, KTH and Margaret Ngwira University of Malawi Content provided by Lishan Adam, Stellenbosch University, Antoine Bagula, KTH, Godfrey Chikumbi, KTH, Anders Comstedt, KTH, Duncan Martin, TENET, Americo Muchanga, UEM, Margaret Ngwira, University of Malawi, Issa Nkusi, RITA, Björn Pehrson, KTH and numerous contacts in their human networks. Final Version May 1, 2006 Commissioned by Sponsored by This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike2.5 License. Optical Fibre for Education and Research Networks in Eastern and Southern Africa Contents Optical Fibre for Education and Research Networks in Eastern and Southern Africa............................................1 Abstract...................................................................................................................................................................3 1 Background...........................................................................................................................................................4 1.1 African communication infrastructure...........................................................................................................4 1.2 Education and Connectivity as Public Goods................................................................................................5 1.3 Background of the study................................................................................................................................5
    [Show full text]
  • OTYMPIT Babegattery!
    OTYMPIT BABEGAttERY! ETERNIEEL5'OPEN ETsA'sToP ODI MAN ErcvcurGooprRs ETBASQUE5PoRT5 5EPTEMBER2012 R35.00 (R4.30VAT c!.) fltr0. R5ARl5 70krr VtTlNh,Br N5l500lrl (r I IIlll|ilililffiruiil iltitititt TIREDOFOTH ERS' ASSU MPTIONS ABOUT WHOHE SHOULD BE,EBEN ETZEBETH ISON A MISSIONTOFORGE A REPUTA- TIONHIS FAMILY tAN BE PROUD OF.THE SIARYPART I5THAT HE's GOING TOUSE BRUTESTRENGTH TODO IT. i I t,tl..liPa']'liili 'n ,..., ,i, sto- on a Saturday moming, young Etzebeth to being loaded: even now under the ries that illustrate would take it hard. watchful eye of the Stormers condition- the intent that Eben "He was always like that," recalls his ing coach, Etzebeth can put on a kilo- Etzebeth carries mother, Karen. "He sommer got bedon- gram of pure muscle alter a mere weelCs 'Eben, within. The first nerd. I would often say to hirn, it's work in the weights room. 'No, you may have heard OK if you don t win.' He d say, it's But do not underestimate the role of before. It took place not OK. ma.'He doesn'lbelieve in losing. nutrition in this equation.Etzebeth him- during Stormers He is very goal-orientated. If he puts his selfnever did. In fact, when UCT offered pre-season training mind to something, he will go for it until him the use of a team flat to lure him eadier in the year. he has it. He always wants to win." to the Ikey Tigers, Etzebeth declined While the rest of the sq.rad were push- In his final year at junior primary, in favour of staying in Goodwood and ing out their sets of incline dumbbell Eben was crolrmed victor ludorum at enjoying the benefits of his mother's press using normal weights, Etzebeth sports day (he excelled in sprints and cooking.
    [Show full text]
  • Internation FYE Conference July 2012 Llewellyn LM Macmaster
    Internation FYE Conference Llewellyn LM MacMaster, Stellenbosch 1 July 2012 University, South Africa The Learning Journey to success starts right here: Stellenbosch University’s Welcoming for First-Year students Llewellyn LM MacMaster Dean of Students Overview 1. Quick facts about Stellenbosch University (SU) 2. From Orientation Programme (OP) to Welcoming Programme (WP) 3. BACKGROUND: .. Dominance of negative practices in residences .. A new value-driven approach .. Res-Ed Clusters .. The First-Year Academy 4. Re-thinking the WP @ SU: the process and recommendations by Task team 5. A Learning Journey 6. New initiatives for 2012 7. The Role of student leaders 8. Continuous monitoring and evaluation 9. Concluding remarks 3 Stellenbosch University: Quick Facts • Established in 1915 with 500 students • One of the top three research universities in South Africa • 28 193 students (2011) – 35.62% Postgraduate students • 3 583 First-time entry First-year students • 1 237 (26.45%) Black (African, Coloured and Indian students • 4 361 (25.58%) of Under-graduate students, and 48.61 of Post-graduate students • Four Campuses • Law • Ten Faculties: • Science • AgriSciences • Theology • Arts and Social Sciences • Economic and Management Sciences • Education • Military Sciences • Medicine and Health Sciences • Engineering Internation FYE Conference Llewellyn LM MacMaster, Stellenbosch 4 July 2012 University, South Africa RSA and SU Comparison RACE 0.9 0.9 0.8 0.8 0.7 0.7 0.6 0.6 0.5 0.5 0.4 0.4LANGUAGE RSA RSA 0.3 SU 0.3 SU 0.2 0.2 0.1 0.1 0 0 Internation
    [Show full text]
  • Enhancing First- Year Mathematics Performance at the University of Johannesburg Melanie Jacobs* and Estherna Pretorius**
    Journal of Student Affairs in Africa | Volume 4(1) 2016, 77-86 | 2307-6267 | DOI: 10.14426/jsaa.v4i1.146 Research article First-year seminar intervention: Enhancing first- year mathematics performance at the University of Johannesburg Melanie Jacobs* and Estherna Pretorius** Abstract South Africa has opened up access to higher education over the past 20 years. The massive increase in enrolments (with almost 70% first-generation students) substantially affects progress and graduation rates in Science programmes in higher education. First-year students in Science realise that university mathematics requires knowledge and skills that are not part of their academic repertoires. Science students at the University of Johannesburg register for a two-week, credit-bearing First-year Seminar (FYS). The research question that this paper addresses is: What is the relationship between the First- year Seminar and the mathematics performance of first-year students in Science? The specific purpose is to determine the relationship between: (1) students’ school mathematics background; (2) the problem- solving skills sessions of the FYS; and (3) their first-year performance in mathematics. It was found that the FYS enhances students’ ability to make a successful transition to university, with problem- solving ability acting as a fair predictor of performance in first-year mathematics. The empirical data was collected through a before-and-after test performed by the 2014 cohort with regards to students’ attendance of the FYS. Notably, the data indicate that the value added by the problem-solving test can be applied to identify and engage students who have high probability of becoming students at risk (STARs).
    [Show full text]